Filetype PDF | Posted on 13 Sep 2022 | 3 years ago
Authentication
digital resources
145x Filetype PDF File size 0.61 MB Source: www.redalyc.org
International Journal of Educational
Technology in Higher Education
E-ISSN: 2365-9440
educationaltechnologyjournal@springero
pen.com
Universitat Oberta de Catalunya
España
Efiloglu Kurt, Özlem; Tingöy, Özhan
The acceptance and use of a virtual learning environment in higher education: an
empirical study in Turkey, and the UK
International Journal of Educational Technology in Higher Education, vol. 14, núm. 1,
diciembre, 2017, pp. 1-15
Universitat Oberta de Catalunya
Available in: http://www.redalyc.org/articulo.oa?id=501550295019
How to cite
Complete issue Scientific Information System
More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal
Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative
Efiloğlu Kurt and Tingöy International Journal of Educational Technology in
Higher Education (2017) 14:26
DOI 10.1186/s41239-017-0064-z
RESEARCH ARTICLE Open Access
The acceptance and use of a virtual
learning environment in higher education:
an empirical study in Turkey, and the UK
Özlem Efiloğlu Kurt1* and Özhan Tingöy2
* Correspondence: Abstract
oekurt@yalova.edu.tr
1
Computer Programming This study evaluated the acceptance and use of a virtual learning environment in higher
Department, Yalova University, education by using the unified theory of acceptance and use of technology (UTAUT)
Yalova Meslek Yüksekokulu,
Baglarbasi M. Safranyolu C., 77100, model. Study data were collected by means of a questionnaire form, completed by 1032
Merkez, Yalova, Turkey students receiving undergraduate education in Turkey and the United Kingdom, who
Full list of author information is currently use similar virtual learning environments. The role of performance expectancy,
available at the end of the article
effort expectancy, social influence and facilitating conditions were evaluated and tested
for both countries. The study results demonstrated that the behavioral intention and use
behavior regarding the utilization of a virtual learning environment in higher education
differed between the two countries, and that the level of impact of the factors that shape
behavioral intention and use behavior also differed from one factor to another.
Keywords: Unified theory of acceptance and use of technology (UTAUT), Technology
adoption, Virtual learning environment (VLE), Turkey, United Kingdom
Significance statement
While the fast progress in technology has been continuing, the transfer of improved
technologies into different application fields has become a current issue. In parallel
with the accelerated technological innovations, the utilization of technology in
educational processes has also increased. Hence, the studies focusing on the accept-
ance and utilization of these technologies particularly by students have come into
prominence. The key motivation of the present study, which investigates the different
models dealing with the acceptance and utilization of information systems in the litera-
ture, is to determine the student acceptance and utilization of a virtual learning system
based on a pre-tested model. Building on similar virtual learning systems in two public
universities-one is in Turkey and the other is in the UK- this research aims to reveal
the students’ intentions to utilize the system and also determine similarities and
differences in their behaviours in using the system.
Introduction
Parallel to the rapid developments and changes in information technologies, the appli-
cation of these technologies in new areas has been a subject of considerable interest in
the literature. There are numerous studies focusing on the acceptance and use of infor-
mation technologies (Fishbein & Ajzen, 1975; Davis, Bagozzi, & Warshaw, 1989; Taylor
©TheAuthor(s). 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International
License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium,
provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and
indicate if changes were made.
Efiloğlu Kurt and Tingöy International Journal of Educational Technology in Higher Education (2017) 14:26 Page 2 of 15
& Todd, 1995; Venkatesh, Morris, Davis, & Davis, 2003; Sun & Zhang, 2006; Al-
Gahtani, Hubona, & Wang, 2007; Lee, Choi, Kim, & Hong, 2007; Im, Hong, & Kang,
2011). These studies indicate that there are various important factors that affect the ac-
ceptance and use of information technologies by individuals belonging to different
countries and cultures. These studies that began in the 1980s first made use of the
Technology Acceptance Model (TAM), which is based on different social and behav-
ioral theories, and which was gradually revised and further developed until it was final-
ized as the Unified Theory of Acceptance and Use of Technology (UTAUT). Although
these theories have been tested in many different countries, the number of comparative
studies between them is still very limited. The present study utilizes the UTAUT, an
up-to-date and highly descriptive model, to demonstrate the acceptance and use of a
virtual learning environment in higher education within the context of two countries
(Turkey and the United Kingdom), and thereby seeks to contribute to the existing lit-
erature. In this context, the study first describes in detail the UTAUT model by provid-
ing comprehensive information on the models relating to the use and acceptance of
technology, and then describes the relationships between these models. After providing
information regarding the study sample and scales, the study hypotheses were tested,
and the results were discussed in detail.
Literature review
As information technologies become more widespread around the world and in every
possible area of use, there has also been a growing interest on how technology is per-
ceived, accepted and used by individuals. Whether technologies that originate from a
single centre will be equally accepted by different societies with different beliefs, values,
approaches, and even physical characteristics, and whether these technologies will be
used with the same content and in the same function across different societies and
present satisfying ergonomics, are important questions that are subject to considerable
debate. There are various studies in the literature attempting to answer these questions,
which have mainly focused on behavioral models. In this context, a number of different
models regarding the acceptance and use of technology have been proposed and tested.
Among these different models, the ones most frequently used within the frame of
various studies are the Theory of Reasoned Action, the Theory of Planned Behavior, the
Innovation Diffusion Theory, and the Unified Theory of Acceptance and Use of
Technology (Raaij & Schepers, 2008; Martinez-Torres et al., 2008; Wang, Wu, & Wang,
2009; Al-Senaidi, Lin, & Poirot, 2009; Premkumar, Ramamurthy, & Liu, 2008; Usluel,
Aşkar, & Baş, 2008). The first model on the acceptance of technology to be developed
in the literature is the Theory of Reasoned Action (TRA). Initially developed in 1980, it
has been revised many times since, eventually becoming its current and most compre-
hensive version in 2003, as the UTAUT.
One of the most fundamental theoretical models in the literature concerning the ac-
ceptance of technology is the TRA developed in 1980 by Icek Ajzen and Martin
Fishbein (Sheppard, Hartwick, & Warshaw, 1988, p. 325). The foundations of this the-
ory are based on social psychology. The theory is also an extension of Dulany’s Theory
of Propositional Control. Dulany (1967) argued that an individual’s behavior is the
product of his/her behavioral intention (Ajzen & Fishbein, 1969, p. 400; Ajzen &
Fishbein, 1970, p. 466). According to the TRA, the behaviors of individuals are
Efiloğlu Kurt and Tingöy International Journal of Educational Technology in Higher Education (2017) 14:26 Page 3 of 15
influenced by their attitudes towards the outcomes of their behaviors, as well as the
opinions of other individuals within their social environment. According to Ajzen and
Fishbein, the TRA is a psychological process model that mediates the observed rela-
tionship between behavior and attitude (Ajzen & Madden, 1986). The Theory of
Planned Behavior (TPB), which is based on the TRA, is built on the assumption that
humans generally act in a rational way by taking all available information into account
and observing the consequences of their behaviors. TPB was put forward by Ajzen in
1985 as an extension of the TRA that also sought to resolve its shortcoming (Ajzen,
1985 p. 11; Ajzen & Madden, 1986, p. 456). According to the TPB, an individual’s
intention in performing or avoiding a certain behavior is the most important determin-
ant of whether that behavior is exhibited (Ajzen, 2005, p. 117). The Innovation Diffu-
sion Theory (IDT), which is a sociology-based theory, traces its roots back to the 1960s
(Rogers & Shoemaker, 1971; Tornatzky & Klein, 1982, p. 29). The concept of diffusion
has been extensively studied in the fields of sociology, economy, politics, and communi-
cation. These studies are based on Tarde’s work entitled “The Laws of Imitation,”
published in 1903. Roger’s work entitled “Diffusion of Innovations,” which was first
published in 1962, includes citations from Tarde. Studies on diffusion have been con-
ducted in many different fields such as agricultural applications, technology,
reproduction control methods, politics, and political reforms with the aim of defining
the process, principles, and components of diffusion under different circumstances
(Wejnert, 2002, p. 298). IDT was put forward by Everett M. Rogers to examine the
factors that influence the diffusion of innovation by taking into account the perception of
individuals, as well, and to analyze how innovation (or the “new”) can be disseminated in
social systems through communication. In other words, IDT evaluates the factors that
affect diffusion by taking individual perceptions into consideration, and examines how
innovation is diffused through communication processes within social systems.
The Technology Acceptance Model (TAM), which is one of the most widely used
models in the literature, was first proposed by Fred D. Davis in 1985 within the frame
of his doctorate thesis as a model for testing and developing user acceptance of
computer-based information systems (Davis, 1985). The aim of this model is to form a
theoretical basis for explaining within a broad context the determinants involved in the
acceptance of computer technologies, and the end user behaviors towards computer
technologies. The model has found widespread acceptance by researchers and users,
since it not only permits the prediction of the reasons why a certain system may fail to
find acceptance, but also assists in explaining these reasons and determining corrective
action (Srite, Thatcher, & Galy, 2008, p. 3). According to Davis et al. (1989), p. 985, the
purpose of the model is to provide a general model for predicting and explaining the
use of communication technologies. TAM explains the beliefs, behaviors, and inten-
tions of users with regards to communication technologies based on a theoretical con-
struct. TAM assumes that the acceptance of technologies by individuals is primarily
dictated by two factors, which are the perceived usefulness and perceived ease of use
(Davis, 1989, p. 320; Lee, Kozar, & Larsen, 2003, p. 752). Perceived usefulness and per-
ceived ease of use with computer-based information systems have also been subject to
considerable study by management and behavioral researchers (Schewe, 1976, p. 577;
Robey, 1979, p. 527; Davis, 1989, p. 319). In addition to the TAM he proposed, Davis
(1985), p. 25 also described various external variables. The most commonly described
no reviews yet
Please Login to review.
